Steve Graham

7.0k total citations · 3 hit papers
88 papers, 4.3k citations indexed

About

Steve Graham is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Steve Graham has authored 88 papers receiving a total of 4.3k indexed citations (citations by other indexed papers that have themselves been cited), including 52 papers in Education, 36 papers in Developmental and Educational Psychology and 16 papers in Literature and Literary Theory. Recurrent topics in Steve Graham's work include Writing and Handwriting Education (44 papers), Reading and Literacy Development (25 papers) and Discourse Analysis in Language Studies (15 papers). Steve Graham is often cited by papers focused on Writing and Handwriting Education (44 papers), Reading and Literacy Development (25 papers) and Discourse Analysis in Language Studies (15 papers). Steve Graham collaborates with scholars based in United States, Australia and United Kingdom. Steve Graham's co-authors include Karen R. Harris, Charles A. MacArthur, Tanya Santangelo, Susan De La Paz, Amy Gillespie Rouse, Michael Hébert, Linda H. Mason, Debra McKeown, Joe F. Donaldson and Alyson A. Collins and has published in prestigious journals such as Journal of Educational Psychology, Educational Psychologist and TESOL Quarterly.

In The Last Decade

Steve Graham

79 papers receiving 3.9k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

A Revised Writer(s)-Within-Community Model of Writing

2018 332 citations Steve Graham profile →
Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review

2014 232 citations Steve Graham, Tanya Santangelo profile →
Comparing the quality of human and ChatGPT feedback of students’ writing

2024 153 citations Steve Graham, Michael Hébert et al. profile →

Peers

Steve Graham

EDUCA

DEP

LLT

LL

AI

Lyle F. Bachman United States

Gerry Stahl United States

J. Charles Alderson United Kingdom

Norman D. Verhelst Netherlands

Randy Elliot Bennett United States

Olusola Adesope United States

Douglas B. Clark United States

Anne Ottenbreit‐Leftwich United States

Omid Noroozi Netherlands

Dorothy M. Chun United States

Lyle F. Bachman United States

Steve Graham

2.7k ×0.8

EDUCA

2.7k ×1.1

DEP

3.5k ×4.5

LLT

5.2k ×6.9

LL

717 ×2.0

AI

Citations per year, relative to Steve Graham Steve Graham (= 1×) peers Lyle F. Bachman

Countries citing papers authored by Steve Graham

Since Specialization

Citations

This map shows the geographic impact of Steve Graham's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Steve Graham with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Steve Graham more than expected).

Fields of papers citing papers by Steve Graham

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Steve Graham. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Steve Graham. The network helps show where Steve Graham may publish in the future.

Co-authorship network of co-authors of Steve Graham

This figure shows the co-authorship network connecting the top 25 collaborators of Steve Graham. A scholar is included among the top collaborators of Steve Graham based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Steve Graham. Steve Graham is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Graham, Steve, et al.. (2025). Are Writing and Reading Beliefs Distinct Constructs?. Scientific Studies of Reading. 30(2). 128–156.

2.

Graham, Steve, A. Angelique Aitken, Michael Hébert, et al.. (2020). Do children with reading difficulties experience writing difficulties? A meta-analysis.. Journal of Educational Psychology. 113(8). 1481–1506. 29 indexed citations

3.

Bazerman, Charles, Arthur N. Applebee, Virginia W. Berninger, et al.. (2017). Taking the long view on writing development. Research in the Teaching of English. 51(3). 351–360. 54 indexed citations

4.

Harris, Karen R., et al.. (2017). pow+tree+twa for Writing Persuasively from Source Text: Lesson Plans, Materials, and Tips. Figshare.

5.

Santangelo, Tanya & Steve Graham. (2015). A Comprehensive Meta-analysis of Handwriting Instruction. Educational Psychology Review. 28(2). 225–265. 140 indexed citations

6.

Hébert, Michael, et al.. (2014). Effects of Note-Taking and Extended Writing on Expository Text Comprehension: Who Benefits?.. 12(1). 43–68. 10 indexed citations

7.

Graham, Steve. (2014). The Use of Multiple Forms of Assessment in the Service of Writing. Literacy Research and Instruction. 53(2). 96–100. 1 indexed citations

8.

Rouse, Amy Gillespie & Steve Graham. (2014). A Meta-Analysis of Writing Interventions for Students With Learning Disabilities. Exceptional Children. 80(4). 454–473. 155 indexed citations

9.

Harris, Karen R., Steve Graham, & Tim Urdan. (2011). APA Educational Psychology Handbook. Scholar Commons (Santa Clara University). 55 indexed citations

10.

Graham, Steve. (2010). Want to Improve Children's Writing? Don't Neglect Their Handwriting.. Education Digest: Essential Readings Condensed for Quick Review. 76(1). 49–55. 45 indexed citations

11.

Sudre, Gustavo, et al.. (2008). Ontology Engineering for Management of Data in the Transportation Domain. Rosa P: A digital library for transportation research (United States Department of Transportation). 2 indexed citations

12.

Yu, Wei, Xinwen Fu, Steve Graham, Xuan Dong, & Wei Zhao. (2007). DSSS-Based Flow Marking Technique for Invisible Traceback. 18–32. 134 indexed citations

13.

Graham, Steve. (2007). Teaching Reading Comprehension to Students with Learning Difficulties. 4 indexed citations

14.

Graham, Steve, et al.. (1995). Indexes To Assess Social and Personal Development and the Impact of College. ASHE Annual Meeting Paper.. 2 indexed citations

15.

Rosenberg, Michael S., et al.. (1992). Minimum Standards for the Description of Participants in Learning Disabilities Research. Learning Disability Quarterly. 15(1). 65–70. 20 indexed citations

16.

MacArthur, Charles A., Shirley S. Schwartz, & Steve Graham. (1991). Effects of a Reciprocal Peer Revision Strategy in Special Education Classrooms. Learning Disabilities Research and Practice. 6(4). 201–210. 115 indexed citations

17.

Graham, Steve, et al.. (1985). Sources of Financing for Community Colleges. Community College Review. 13(1). 50–56. 1 indexed citations

18.

Graham, Steve. (1982). Measurement of Handwriting Skills: A Critical Review.. Diagnostique. 8(1). 32–42. 18 indexed citations

19.

Graham, Steve. (1982). Comparing the SQ3R Method with Other Study Techniques for Reading Improvement.. Reading improvement. 19(1). 45–47. 4 indexed citations

20.

Graham, Steve, et al.. (1980). CREATIVE CAPABILITIES OF LEARNING-DISABLED AND NORMAL STUDENTS. Perceptual and Motor Skills. 50(2). 481–482. 3 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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